EFL Learners’ Affect, Engagement, Misbehaviours, and Achievement: A Classroom Observation Perspective

Most previous research examining the correlation between affect and achievement of learners English as a foreign language (EFL) has relied on questionnaire and/or interview data. The current study, conducted in Chinese EFL context, chose to explore this relationship basis quantitative qualitative classroom observation data, with special focus learners’ engagement misbehaviours. participant sample involved teachers six classes at key non-key university Northwest China. Data relation participants’ affect, engagement, misbehaviours were collected via observations, including some video-recording. participating students’ College Test-Band 4 (CET-4) scores used measurement achievement. Participants’ formed reciprocal relationship; latter was negatively connected misbehavious. Rather than gender, type school (key vs. university) had significant effects variables being examined. revealed that teachers, peers, environment also influential factors explaining differences identified variables.